View sample unit plan from KeyArts re: Japanese Haiku in Music
1. How does summative task align with Big Idea, Essential Question, and Content and Process Indicators?
2. How do lessons align?
3. How is summative task assessed?
What do we know about Fort Necessity/local colonial history? 4th graders take field trip (Date?)
What do we want kids to know/remember? (See Overview on sample lesson)
So, what do we have to learn before we teach a unit on it?
Our burgeoning unit plan: Rich and Compelling Content: EXPRESSION, TRADITION, SURVIVAL, REACTION, CHANGE Big idea:People Make Art for Different Reasons I suggest: Tradition and Environment Influence Expression Essential questions:
1. How do people differentiate between art and utilitarian objects?
2. How does environment affect art/music that is created?
3. How do traditions affect contemporary art/music?
4. How do people express themselves through art and tradition?
5. Why should the arts be practiced?
Summative task:
This unit will culminate in a spring musical/art exhibit where students will demonstrate comprehension of local colonial times through the music and art of that time. Art projects will be created using traditional resources of colonial artisans/craftsman, so that students demonstrate understanding of how traditions, environment and function affect art/music. Art projects must allow room for personal expression so that students comprehend how people express themselves through tradition.
Students will "create something for the future to allow them to use their imaginations to predict what the world might be like then." Amanda, Brenda, Rachael - lay down show songs (I put this here since we are doing a BACKWARDS unit plan) LUNCH 1:00pm Skype with Leslie (subject to change to 11:30) Amber/Rachael - music writing Amanda/Brenda – art plans Dr. Hutson visit -(Discuss traveling exhibit – schedule bus? ) Date for Musical(s) -AIE scheduling after date of musical set Time to complete unit: Final touches to Unit Plan to catch up with homework (Big Idea, Essential ??s, Summative Task, Content/Process Indicators Table – what next?) Action Plan: Next collaboration date/place (Elluminate, Skype or Face-to-Face): Elluminate Vroom: http://216.220.49.222/live/md.html?rk=H5G1HKSMKFPOAFU8
Morning
View sample unit plan from KeyArts re: Japanese Haiku in Music
1. How does summative task align with Big Idea, Essential Question, and Content and Process Indicators?
2. How do lessons align?
3. How is summative task assessed?
What do we know about Fort Necessity/local colonial history? 4th graders take field trip (Date?)
What do we want kids to know/remember? (See Overview on sample lesson)
So, what do we have to learn before we teach a unit on it?
Our burgeoning unit plan:
Rich and Compelling Content: EXPRESSION, TRADITION, SURVIVAL, REACTION, CHANGE
Big idea: People Make Art for Different Reasons
I suggest: Tradition and Environment Influence Expression
Essential questions:
1. How do people differentiate between art and utilitarian objects?
2. How does environment affect art/music that is created?
3. How do traditions affect contemporary art/music?
4. How do people express themselves through art and tradition?
5. Why should the arts be practiced?
Summative task:
This unit will culminate in a spring musical/art exhibit where students will demonstrate comprehension of local colonial times through the music and art of that time. Art projects will be created using traditional resources of colonial artisans/craftsman, so that students demonstrate understanding of how traditions, environment and function affect art/music. Art projects must allow room for personal expression so that students comprehend how people express themselves through tradition.
Students will "create something for the future to allow them to use their imaginations to predict what the world might be like then."
Amanda, Brenda, Rachael - lay down show songs (I put this here since we are doing a BACKWARDS unit plan)
LUNCH
1:00pm Skype with Leslie (subject to change to 11:30)
Amber/Rachael - music writing
Amanda/Brenda – art plans
Dr. Hutson visit
-(Discuss traveling exhibit – schedule bus? )
Date for Musical(s)
-AIE scheduling after date of musical set
Time to complete unit:
Final touches to Unit Plan to catch up with homework (Big Idea, Essential ??s, Summative Task, Content/Process Indicators Table – what next?)
Action Plan:
Next collaboration date/place (Elluminate, Skype or Face-to-Face):
Elluminate Vroom:
http://216.220.49.222/live/md.html?rk=H5G1HKSMKFPOAFU8
not associated w/unit plan